The site of synthesis of the iron-sulfur subunits of the flavoprotein and iron-protein fractions of human NADH dehydrogenase

The site of synthesis of the iron-sulfur subunits of the flavoprotein and iron-protein fractions of the human respiratory chain NADH dehydrogenase has been investigated to test the possibility that any of them is synthesized in mitochondria. For this purpose, antibodies specific for individual subunits of the bovine enzyme, which cross- reacted with the homologous human subunits in immunoblot assays, were tested against HeLa cell mitochondrial proteins labeled in vivo with [35S]methionine in the absence or presence of inhibitors of mitochondrial or cytoplasmic protein synthesis. The results clearly indicated that all the iron-sulfur subunits of the flavoprotein and iron-protein fractions of human complex I are synthesized in the cytosol and are, therefore, encoded in nuclear genes

Leadership with intention and impact

Session presented on Saturday, November 7, 2015 and Sunday, November 8, 2015: Introduction: The Geriatric Nursing Leadership Academy (GNLA), prepares nurses to lead multidisciplinary teams to improve health care to older adults (STTI, 2015). In addition to scopes of influence that are assessed and developed, the GNLA also assists and supports each participant to develop and implement an interprofessional project centered on improving geriatric health outcomes (STTI, 2015). The measurement of success as a Fellow in the GNLA is not based on awareness and knowledge, but on behavioral changes and impact on care. My development and transition as a leader in gerontological nursing occurred over the last 18 months. These changes in behavior were accomplished with the support and guidance of a Faculty Advisor (Dr. Deborah Cleeter) and Leadership Mentor (Dr. Veronique Boscart), who constituted a triad. Support via funding was also provided by Sigma Theta Tau International (STTI), The Hearst Foundations and Hill Rom Inc. The Fellow\u27s employer, Conestoga College, was also in support of the GNLA Fellowship and project as it is in line with Conestoga College\u27s mandate to advance healthy communities. An interprofessional team, which I led, worked together to develop a continuing education module focused on the aging population and the care of older adults. Background: Using Kouzes and Posner\u27s Leadership Challenge text (2012) as a foundation, I developed an Individual Leadership Development Plan (ILDP), which outlined strategies to achieve behavioral changes as a leader. The ILPD was also a means to measure outcomes and impact of my leadership related to the care of older adults. Formal feedback was solicited from colleagues who served as Leadership Observers (LOs), as well as from people in my personal and professional life. In addition to leadership related changes assessed within the organizational setting, scopes of influence were also determined, considered, and tracked, to evaluate progress in professional and community leadership. Meeting every 2 weeks by phone with my Faculty Advisor and Leadership Mentor, the pathway for leadership was planned, assessed, and modified, and progress was quickly identified by noting changes in behavior and reactions of others. One of the components of the GNLA Fellowship is a project, serving as one of the means with which to develop and measure my leadership capabilities. I led an interprofessional team to develop an educational module focused on depression in older adults, and how to better prepare health care professionals to understand, assess and treat depression in this age group. Aim: The GNLA\u27s purpose is to, prepare and position nurses in leadership roles in various health care settings (GNLA, 2014). Specific behavioral based goals I developed to meet this vision included Being an inspiration to those I work with as a leader, by inspiring a shared vision and encouraging the heart. Communicating with those in my personal and professional life in a manner that is seen to be mutually beneficial, effective and positive. Demonstrating and being known by others for my brand of perseverance, idea generating, honest and forthcoming, and enthusiastic. The aim of the project within my Fellowship was to develop an educational module to be used to improve competencies and influence the behaviors of health care professionals, who care for older adults at risk for or living with depression, in all settings. It is imperative that health care professionals become more aware of this issue, how to assess depression using best practices and more importantly what to do with their findings; communication, documentation and advocacy. Methods: My progress was assessed through a variety of methods. As mentioned, an ILDP was drafted, edited, and finalized as a working document to guide me as a Fellow. It was often revisited in triad meetings, as well as discussed at GNLA milestones, such as workshops and site visits. The ILDP served as a plan for action to change my behaviors in measurable ways, and was tracked regularly. Changes in behavior that demonstrated strength in leadership included: Committing to spending regular time to future oriented thinking and planning Inviting and being open to discussions and input versus reporting Becoming aware of and using positive and purposeful language, both verbal and nonverbal Demonstrating appreciation for those I lead, by getting to know them personally and showing gratitude via small but meaningful gestures. Living out my brand of perseverance, idea generation, honesty/forthrightness, and enthusiasm. Changes in behavior were noted and measured by 4 LOs, who completed surveys and sit down discussions both 1:1 with me, as well as in small groups with the triad. These discussions focused on assessing and providing data regarding communication styles (verbal and nonverbal) as well as reactions of others to the Fellow as a leader. Regular group GNLA Fellow teleconferencing calls were attended (once a month) to learn more about leadership behaviors and methods to achieve leadership goals. As well, individual methods to learn more about leadership styles were brainstormed and trialed, such as Lunch with Leaders. Regular meetings with organizational management were also scheduled, which centered on the project, but also on leadership development and progress. I also made a commitment to more actively engage as a leader in professional and community organizations and events. I became actively involved with professional nursing organizations (CGNA, GNAO, RNAO) and political forums, such as those facilitated by Ministers of Federal Parliament. After attending GNLA Workshop II, and following a Fellow\u27s teleconference on the use of Social Media, I also began a Twitter account, engaging others in recognizing the issues facing the health of older adults and what can be done to resolve these. The topic of depression as the focus for the educational module was decided upon after an extensive gap analysis of accredited continuing education programs in Canada, consultations with community health care agency partners, and a literature review. A letter of permission was received from the Research Ethics Board at Conestoga College, in recognition of this projet as program evaluation. The educational module was piloted at a professional development conference at Conestoga College in June 2015, with faculty and professionals in attendance providing data. The educational module will also be assessed by curriculum experts, community partner agencies, and community experts in this field. Feedback was collected via online survey and focus group comments, to assess participant\u27s recall of content, module evaluation methods, and frequency of use of similar methods and content within their practice/teaching. Early on however, it was evident that the educational module is being considered by community partner agencies, with great potential being recognized for meeting needs, not previously considered, such as with adults with developmental disabilities. Outcomes include: Enhanced awareness of depression in older adults and the risks Increased screening for depression in older adults Improved interprofessional communication regarding risks and diagnosis of depression. All of this occurred as a result of the changes I have made in my behavior as a leader, impacting my organization, community, profession and most importantly older adults. It is very exciting that these outcomes are occurring in a variety of settings (LTC, acute care, community), which is a new way of addressing depression and its impact on the overall health of individuals and systems. Results: I have achieved many of my leadership goals. I have received improved ratings and data in my leadership abilities to encourage the heart and inspire a shared vision, and have improved the way with which I consistently communicate with others as a leader. I have also begun to market my brand of persevering, generating ideas, being honest and forthcoming, and always enthusiastic. These results were tabulated from survey data and verbal feedback I solicited from peers/family members, Leadership Observers, management at Conestoga College, community partners, as well as professional organization associates. In addition, the GNLA Scope of Influence portfolio evidences growth in many areas, such as: New roles obtained in professional organizations Conferences attended related to gerontology Consulting Policy work Professional Networks Impact numbers Following the pilot presentation of the module, the plans for assessing data, refining the educational module and presenting formally to more community partners and health care professionals will occur in the next few months. The project team will analyze data gathered during June and October sessions, and assess how participants have utilized the module. These results will then be correlated with care of older adults via current education programs that are offered. The team will also assess in Fall 2015/Winter 2016 if the educational module is taken up as part of post graduate certificate in gerontology. As mentioned, development and change has been measured and will continue to be, both from project data as well as data related to my leadership goals. What is most exciting however is the transition that has been noted by all those involved with this Fellowship and by myself. Most recently I was nominated and accepted as a cohort representative to present at a Symposium at the STTI convention in Fall 2015. For me this summed up and evidenced how I have committed to making effective leadership a part of me and what I do; making the impact and integration of my experiences correlate with the care of older adults

Gerontological Nursing Leadership Academy: A nurses\u27 leadership journey to improve care for older adults

Describe the impact that participating in a GNLA fellowship has on the following 3 domains: Individual Leadership Development, expanded scope of influence at the state and national level, and leading an interprofessional team project to expand the Hospital Elder Life Program to 2 units

A nurse leader\u27s initiative: Enhancing standards of nursing practice for older adults in the Philippines

The poster will showcase my individual leadership development, advancing nursing practice through an interprofessional team leadership project and increasing the scope of influence and impact

The Gerontological Nursing Leadership Academy (GNLA): International outcomes and impact

The Gerontological Nursing Leadership Academy (GNLA) has completed five cohorts of Fellows who are prepared and positioned to advance care for older adults in various practice settings. The 18 month long academy leadership development experience is built upon a triad mentoring relationship foundation and three learning domains. GNLA is hosted by the Honor Society of Nursing, Sigma Theta Tau International

Gerontological Nursing Leadership Academy (GNLA): Leading advancements in interprofessional care for older adults

As the world\u27s population ages, we must have effective leaders to guide advancements in care delivery and policy for older adults. The GNLA is designed to develop mid-career gerontological nurses as significant leaders. The intense fellowship is built upon three learning domains and a leadership mentoring triad

Nurse Faculty Leadership Academy: Outcomes in three domains

Special Session presented on: Sunday, November 17, 2013: During this complex period of change in both healthcare and academe, the need to prepare the next generation of leaders in nursing education is imperative. The Nurse Faculty Leadership Academy (NFLA) prepares these emerging leaders through a rigorous intentional leadership development experience. The purpose of the program is to: foster academic career success, promote nurse faculty retention and satisfaction, promulgate personal leadership development, and cultivate high performing, supportive work environments in academe. The NFLA is designed for aspiring nursing education leaders who have less than four years of experience as full time faculty in a school of nursing. A twenty month curriculum provides intellectual and experiential learning opportunities facilitated by an esteemed international faculty. The academy is built upon the foundation of relational development between the Scholars, their Leadership Mentors, and their Faculty Advisors. The Kouzes and Posner Leadership Challenge model provides the framework for the academy\u27s leadership development activities. Scholars will present outcomes achieved by the cohort in three domains: individual leadership development, advancement in nursing education through team projects, and the Scholars\u27 expanded scope of influence within their sponsoring academic institutions, the community, and the profession. The impact of the NFLA at the organizational, professional, and global levels will also be presented

Nurse Faculty Leadership Academy: Mentored leadership development in three domains

Session presented on Sunday, July 26, 2015: A rigorous international leadership development experience, the Nurse Faculty Leadership Academy (NFLA) is designed to facilitate personal leadership development; foster academic career success; promote nurse faculty retention and satisfaction; and cultivate high performing, supportive work environments in academe. The NFLA is designed upon a behavioral philosophy of leadership development which is integrated throughout all components of the academy. Developed for aspiring leaders in nursing education, the NFLA employs a triad mentoring structure as the foundation for the Scholars\u27 academy learning milieu. Composed of an experienced Leadership Mentor, an academy Faculty Advisor, and the Scholar participant this learning triad meets regularly throughout the experience to implement the application of curricular activities, to guide reflective exercises, and to provide a framework for the leadership development process. Constructed upon the Kouzes-Posner \u27Leadership Challenge\u27 model, the twenty month leadership development curriculum is constructed upon three domains: individual leadership development, advancing nursing education through leadership of team projects, and the Scholars\u27 expanded scope of influence within their sponsoring academic institutions, the community, and the profession. Two immersion leadership development workshops, two Site Visits, and monthly Scholar Community Conference Calls are conducted during the academy. Triads meet several times each month for guided conversations. The intense nature of the academy requires intentionality and commitment from all members of the NFLA community. Faculty from the NFLA will describe the leadership development philosophy and approach, history of the academy design and aggregate progress, curricular elements and composition, mentoring roles and responsibilities, and the impact of the NFLA on the future of leadership in nursing education. Scholars will present their leadership development experience through description and storytelling of activities and outcomes from the three domains. Assessment processes, analysis, planning, implementation, and evaluation components will be included for each of the domains: individual leadership development, advancing nursing education through leadership of team projects, and the Scholars\u27 expanded scope of influence within their sponsoring academic institutions, the community, and the profession

Nurse Faculty Leadership Academy sustainable advancements in nursing education - Part 2: Leadership mentoring, outcomes & impact

Developing effective and successful leaders in nursing education requires intentionally guided self-awareness and behavioral change. The Nurse Faculty Leadership Academy provides an intense personal and professional development experience designed to foster career success, promote nurse faculty retention, and cultivate high-performing supportive work environments in academe